This study aimed to explore sports science student teacher’s (n =100), usage and perceptions of Mosston’s Spectrum of Teaching Styles. The study adopted a qualitative approach of document analyses to investigate the predominant styles used by the student teachers during their teaching practical session in schools. This research, too employed a survey to explore their perceptions about the different teaching styles. The finding revealed 46% student teachers’ lesson predominantly used style B (practice style), followed by 38% style A (command style) especially in teaching fitness topics in their practical teaching session. Findings indicated there were significant differences in perception of using 11 different teaching styles where F(10,1089) = 13.67, p< 0.05, indicated style B was the most perceived teaching style followed by style H (divergent production style) and style F (guided discovery style) among student teachers. Finding indicated only style G (convergent discovery style.....

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There is widespread concern in Malaysia about the quality of learning experienced by students, and the approach to learning they develop as a consequence. The approach is generally marked by memorization of information as isolated facts and does not promote understanding or long-term retention of knowledge and information. Despite a number of large-scale, centrally-driven reform efforts to change the status quo, they have for the most part met with little success. Based on the data collected as part of a nation-wide study to investigate the way teachers make pedagogical decisions, this paper argues that one major challenge to transform students‟ approach to learning is changing the way teachers think about teaching which past reform efforts have largely ignored. The data suggest that the teachers studied mainly see teaching as transmitting information from teacher to the student. In this view of teaching they hold, they focus their attention on the differences between students to exp.....

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Social interaction within a society gives rise to the formulation of ideologies subscribed to by that society The dominant deology or the ideology espoused by the dominant group becomes the template for philosophies, policies and practices espoused by that society. The character and context of the social interaction determines the nature and content of the ideology which determines the basis and focus of the philosophy, purpose of policies and directions of practices in education (Ratnavadivel, 1985) However, it would be erroneous to assume that ideology assumes a static form and transcends time, space and context. As much as social interaction determines ideology and ideology dictates social interaction leading to an interactive, dialogical and dialectical relationship between philosophy (thinking/cognitive dimension) and practice (action/psychomotor and affective dimensions), changing trends will catalyze changing needs and changing thoughts which will impact on practices, thereby de.....

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Purpose – The study aimed to explore, describe and analyse the design and implementation of clinical simulation as a pedagogical tool in bridging the defi ciency of higher order thinking skills among para-medical students, and to make recommendations on incorporating clinical simulation as a pedagogical tool to enhance thinking skills and align the curriculum. Methodology – A qualitative approach using interpretativedescriptive case study design was utilized in framing the research study. Purposive sampling was used to select 20 fi nal year paramedical students and fi ve teaching staff who participated in this study. Data was collected through direct and participant observation, interviews and document analysis. Thematic analysis using Stake’s Countenance Model was utilized to analyse and present the findings. Findings – On the basis of these analyses, the study supports that (i) clinical simulation facilitates the infusion of higher order thinking skills; (ii) clinical simulat.....

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Globalization is constantly impacting on education and is radically transforming it in terms of the mode and culture of learning. The shift from product-economy to knowledge-economy has profound implications for the kind of education a nation has to offer its future generation. The need for knowledge workers places emphasis on new attributes for learners, particularly those which pertain to twenty-first century skills. The last decade and a half has also seen the emergence of international student ranking lists such as TIMSS, PISA, PIRLS, Olympiads, which have put tremendous pressure on education ministries. A response to this pressure of „rank and shame‟ has been a flurry of education reform initiatives, including in Malaysia. The ability to develop learners who can think critically and creatively and to reason logically and to innovate is the challenge in education. The Malaysia Education Blueprint 2013-2025 has identified teacher education among the eleven shifts to transform th.....

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Teacher education programmes the world over are based on national ideologies, policies and development plans. They are grounded in the culture of knowledge espoused by the major stakeholders (Bruner, 1996). The culture in turn is based on the value system espoused by the stakeholders concerned and this value system is incorporated and reflected in the teacher education programmes, particularly its curriculum and the management and development of the curriculum. A value system is in essence the ordering and prioritization of the ethical and ideological values that individuals or society hold. However, value systems are not something static. On the contrary they are dynamic and ever changing. In view of the emerging trends and challenges of globalization (Friedman, 2004), it has become necessary to view teacher education within the wider context of both the professional community and society at large. The state and nature of the rapid change requires teacher education to be more outward .....

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